Titlebook: Gender, Race, and Class in the Lives of Today’s Teachers; Educators at Interse Lata Murti,Glenda M. Flores Book 2021 Springer Nature Switze

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取之不竭

Teaching Up: Faculty of Color Teaching About Privilegem an intersectional perspective and moves the focus beyond tenure-track faculty. It adds to the literature focusing on the experiences of faculty within the classroom and provides ways to support marginalized faculty in their teaching. Although the faculty interviewed here are sociologists, there ar

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A Queer Decolonial Feminist Approach to Teaching Intersectionalityagogical approaches to intersectionality. The potential of an emerging post-COVID educational reordering moves us to address how the polemics of teaching intersectionality, more than ever, provides a valuable lens toward understanding power and privilege.

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Race, Gender, and Sexualities in Australian Teacher Education: Reflections from the Intersectionsus people.), a gay man and a lesbian who walked into an Australian school of teacher education to find that the possibilities for teaching with and for social justice through engaging students with issues of diversity, difference, and inclusion are being restricted. What is restricting the aforement

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kindred

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https://doi.org/10.1007/978-1-349-02090-4ssional lives of educators who do not identify as heterosexual white women. It discusses this interplay not only in traditional classroom settings, but also in nontraditional contexts such as higher education, teacher training programs, dual language immersion programs, international American school

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https://doi.org/10.1007/978-981-99-9046-7 choice autonomy to the students, and a desire to give back for their sacrifices. This study is an important step in understanding why Latinx boys aspire to become teachers. Doing so would help inform recruitment efforts by highlighting what Latinx males aspiring to become teachers find appealing ab

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Pathogenesis of Osteoarthritis in General,m an intersectional perspective and moves the focus beyond tenure-track faculty. It adds to the literature focusing on the experiences of faculty within the classroom and provides ways to support marginalized faculty in their teaching. Although the faculty interviewed here are sociologists, there ar